School Academic Performance Research Articles

Does the high school external examination grades and the type of high school attended impact the academic performance of freshmen university students?

<p>There is a general conception that high school academic performance and the type of school a child attends would determine his/her academic success in the university. In this study, 135 freshmen engineering students were sampled at the Redeemer's University, Osun State, Nigeria. The study aimed to determine if the Unified Tertiary Matriculation Examination (UTME) and the type of school attended impact on academic performance of students in the first year at the university. The results showed that there is a significant relationship between UTME scores and the results of engineering freshmen; that is, students who attended private secondary schools performed somewhat better than students who went to public secondary schools. Also, statistical analyses showed that the type of secondary school attended has a significant relationship with UTME scores in favor of students who attended private secondary schools. This study recommends that the government of Nigeria should make public secondary school more appealing to students who cannot afford private secondary schools by putting measures in place to train and employ qualified teachers, and improve teaching and learning conditions. The study aligns with the Sustainable Development Goals (SDGs) 4, to ensure inclusive and equitable quality education for all and lifelong learning.</p>

초등학생들의 그림자교육/사교육(shadow education)에서 나타나는 학습 불평등

The purpose of this study is to examine the inequality in elementary school students’ shadow education experiences based on their parents’ socioeconomic status (SES). Accordingly, we investigated the differences in types of shadow education participation based on parental SES in South Korean elementary school students, as well as the direct and indirect impacts of differential shadow education experiences on students’ school life and academic performance. The results of the study revealed the following disparities in shadow education. Firstly, students from lower SES backgrounds participated in after-school programme and subscribed learning programmes, but did not gain significant assistance in enhancing their learning and comprehension at school. Secondly, students from middle SES backgrounds participated in mono-subject hakwon and multi-subject hakwon, acquiring prerequisite knowledge in subjects through preparatory learning, which contributes to their academic performance at school and prepares them for future grade-level transitions. Thirdly, students from higher SES backgrounds engaged in multi-subject hakwon and private tutoring. They are participating in advanced learning for a much longer period of 2-4 years compared to the previous two classes. Through this, they are consisently ranking 1-2 in the class. Lastly, students from the highest SES backgrounds participated in youngjae hakwon and private tutoring. They internalized various inquiry skills and learning abilities necessary for school study, regardless of their grade level. Based on the characteristics of different types of shadow education and the learning disparities revealed in this study, we can contribute to various policy, curriculum, and instructional solutions and suggestions at the school education.

Teachers and parents’ perception towards the use of local languages from grade one to grade four in six selected urban and rural schools of Kabwe District, Zambia

Teaching learners in local languages enables learners to learn from known to unknown and learners understand given instructions faster while perception influences education and its values. Therefore, this study aimed to investigate teachers’ perception towards the use of local languages from Grades one to four in six selected primary schools of Kabwe district in the Central province of Zambia. Six head teachers, 24 teachers, 18 PTA Executive members, and 36 parents from six primary schools in Kabwe district, plus 3 district education officers were purposively sampled for the study. Data was collected using questionnaires and in-depth interviews to allow the researcher a platform to ask open-response questions and to explore the teachers’ perceptions towards the use of local languages. The data was analyzed thematically by carefully identifying and expanding significant themes that emerged from the respondents’ perceptions of the use of local languages. The study revealed that teenage pregnancy has a negative or detrimental effect on school attendance, academic performance, emotional behavior, and relationships between pregnant teenagers, their peers, and educators. The Study revealed that more administrators and teachers preferred their pupils to be taught in local languages from Grade 1 up to the University levels while a few were in favor of using English as a medium of instruction and only very few felt that it was more appropriate to use both languages during a child’s early stages of learning. Given these findings, the study recommended steps that should be taken to develop local language policies that do not enhance a child’s academic success and cognitive development but are also respective of ethno cultural characteristics and supportive of national unity.

Enhancing Curriculum Implementation in Nkowankowa Circuit Secondary Schools: A Qualitative Analysis of Educators' Perceptions in Limpopo-South Africa

Curriculum implementation in South Africa, particularly in Limpopo Province has many challenges that ultimately affect the quality of education. This study sought to address educators’ perceptions on curriculum implementation in Nkowankowa Circuit secondary schools. Qualitative methods were employed where 16 educators from all eight public schools in Nkowankowa Circuit were purposively sampled on the basis of knowledge and experience on curriculum issues. Face-to-face interviews were conducted to collect data on educator’s perceptions on curriculum implementation. Data collected were analysed by means of thematic data analysis method. The study was conducted from an interpretivist point of view. Findings revealed that proper monitoring enforces effective curriculum implementation, which will improve academic performance. Provision of extra classes also boosts learners’ academic performance. Lack of necessary resources seem to hamper effective implementation. Managing and monitoring curriculum implementation by School Management Teams (SMTs) ensures proper implementation and compliance to policy and improves academic performance. In conclusion, the researcher advanced recommendations that could be implemented at school and circuit level to assist improve implementation of curriculum which will ultimately uplift quality of education and academic performance in schools.

Teaching Quality as Predictor of Student Engagement, Well-Being and Performance

The relevance of the study is due to the need to obtain reliable data on the components of effective teaching that affect important learning outcomes, such as motivation, engagement, academic performance, and well-being of school students. The purpose of the study was to analyze the contribution of three, actively discussed in the literature, psychological and pedagogical indicators of teaching quality, assessed by the school students, to their engagement, psychological well-being and academic performance. The study involved 2028 eighth-grade students (1085 girls, 906 boys and 35 of unspecified gender; mean age - 13.96, SD = 0.46) from 73 schools and 16 regions of the Russian Federation. The analysis of the respondents’ assessments included such indicators of teaching quality as the relevance of the learning content, psychological and instrumental support, as well as school engagement, indifference, academic performance and indicators of their satisfaction (with themselves, their teachers and school). The results of the regression analysis showed that the perceived psychological support from the teacher was the strongest predictor of the growth of all the types of educational engagement of school students and the decrease of all the types of educational indifference; besides, this component of teaching quality was a predictor of well-being in the context of school life (including the respondents’ satisfaction with their school, their teachers and themselves). The teacher’s instrumental support was the next most important predictor of cognitive and emotional engagement of the students and, no less important, was a negative predictor of all the types of learning indifference; it was also a predictor of the students’ satisfaction with their school and relationships with their teachers. Thus, the present study, conducted on a large and representative sample of Russian school students, has shown the positive effects of two components of teaching quality, namely, psychological support and instrumental support provided by the teacher. The effects of actual learning content are less clear, which casts doubt on the importance of teachers emphasizing the connection between the educational material and real life in order to maintain the motivation of school students. The results obtained can be used for training and retraining school teachers and improving teaching quality in Russian schools.

Giving Another Purpose to Sport: Teaching Social and Emotional Learning Through the Sociocultural Curriculum Model

Sports are well known to provide students the opportunity to practice social and emotional skill sets that they will use in everyday life. However, student participation in high school–sanctioned extracurricular activities has decreased exponentially in the past 10 years. Many teachers, parents and administrators hypothesize that today’s students have social and emotional challenges post-COVID-19. They might struggle with basic social skills, such as cooperation, sportsmanship and empathy. Coincidence? Some researchers even hypothesize that an increased emphasis on academic performance in schools has led to a slight decline in other developmental areas, such as behavior and stress management. Social and emotional learning (SEL) implementation has become a significant priority for many school administrators and staff. The sociocultural curriculum model (SCCM) uses sport as a platform to teach SEL to physical education students. It gives educators practical application of standards-based teaching practices to their current physical education classroom. The current article will give purpose to this curriculum and detail its application in a regular school setting.

Reading between the lines: exploring the assumptions and implications of parental involvement

Parental involvement in the Northern American literature has been portrayed as the newly discovered way of improving school effectiveness and academic performance. However the cultural assumptions behind ubiquitous calls for parental involvement have been left largely unexplored. Critics of current notions of “parental involvement” argue that the term itself has been poorly defined in the literature and that it has often been described as an aspired ideal whose demands on the parents and the implications for the nature of home-school relations remain un-scrutinized. This paper seeks to explore existing literature on parental involvement though a cultural lens and draw on theoretical arguments that problematize the assumptions behind the discourse and practice of “parental involvement” or “home-school partnership”. The discussion focuses particularly on the implications that culturally- and class-specific assumptions about parental involvement may have for minority and immigrant families who run the risk of becoming marginalized while being held responsible for getting “involved” (de Carvalho, 2001).

Single Parenting and Children’s Academic Performance in Primary Schools in Embu East Sub County, Kenya

Most single parents are ostracized by their communities, and this has profound impacts on their children’s academic performance. This study is based on the effect of single parenting on the children’s academic performance in primary schools in Embu East Sub County, Kenya. Specific objectives include: investigating the effect of a single parent’s income on the children’s academic performance; examining the effect of a single parent’s educational level on the children’s academic performance; and determining the effect of a single parent’s social support on the children’s academic performance in primary schools in Embu East Sub-County in Kenya. The study was guided by human development theory. The study applied a descriptive survey research design, and 388 respondents were selected using cluster and simple random sampling techniques. Furthermore, 34 key informants, mainly teachers, government officials, and local leaders, are also integrated into the study using purposive and convenient sampling in order to provide in-depth information. Descriptive data analysis was carried out in the form of frequencies and presented in frequency distribution tables, while inferential analysis was also done in the form of correlation and regression. The correlation analysis findings showed that income had a +0.853, education level had a +0.832, and social support had a +0.737 strong and statistically significant correlation with academic performance. Regression analysis also showed that all the social and economic factors had a positive effect on the academic performance of the children. It is recommended that the stakeholders focus on increasing income levels, encouraging educational prospects and accomplishments, and nurturing robust social support systems.

Use of Study Techniques from an Intellectual Intervention Program

The research relates the work skills through study habits, which accounts for the role of analyzing how they relate and communicate space from the study techniques in ninth grade students of a rural educational institution, in order to establish a process of improvement in the didactics of teaching, focused on educational quality parameters, this was done through a study with quantitative approach, with descriptive and correlational scope, non-experimental design of transectional or cross-sectional type, the sample consisted of 36 students between 13 and 16 years of age. Two instruments were applied, the first was the Primary Mental Aptitudes Questionnaire "PMA" (Thurstone & Thurstone, 2007) and the second was the Habits and Study Techniques Questionnaire "CHTE" (Álvarez & Fernández, 2015), in addition to the information of school academic performance of the first period of the 2019 school cycle, the values delivered strengthen the role of reasoning with the factors of verbal comprehension, spatial conception and numerical calculation, as well as the relationship between academic performance and spatial conception, and the relationships between different aspects of study habits.

Factors Affecting Academic Performance of Primary Schools A Review of Head Teachers’ Perceptions

Factors Affecting Educational Performance of Primary Schools: A Review of Head Teachers’ Perceptions was conducted to explore the factors that affect academic presentation of public primary school at area Swabi. All 571 Head Teachers serving in 571 Public Primary Schools for Boys at area Swabi constituted the population of the study. 20 Head Teachers from 20 Public Primary for boys at Swabi. Purposive sampling techniques was used for sample selection. Closed questionnaire was the research tool utilized to gather data. The data were organized in tables by the researcher in a methodical manner. After then, the data was analyzed and expressed in percentages. Outcomes of the study concluded mainstream of the respondents noticed that lack of physical facilities affect academic performance of my school. Most of the respondents revealed that non availability of one teacher for one class affect academic performance of the school. All of the respondents viewed that non-involvement of administrative official in supervising academic activities affect academic performance of the school. All of the participants believed that educators were kept busy with additional tasks outside of teaching, which had an impact on school academic achievement. Most of the respondents were in the view that the lack of comprehensive curriculum affects academic standing the institutions. The majority of subjects respond the lack of interest and attention of administration in solving teachers and students’ problems affect academic performance of schools. Most of participants respond that poverty of parents affects academic performance of schools.

Effect of premenstrual syndrome on school absenteeism and academic performance amongst female secondary school students in Sabon Gari Local Government Area, Kaduna State, Nigeria

The commencement of menstruation is the hallmark of female pubertal development and active reproductive life. It may be associated with somatic and psychological symptoms of premenstrual syndrome which may affect school attendance and performance. This study was conducted to determine the effect of premenstrual syndrome (PMS) on school absenteeism and academic performance among female secondary school students in Kaduna State, Nigeria. It was a nested case-controlled study conducted on 300 female students enrolled in secondary schools in Sabon Gari Local Government Area of Kaduna State, Nigeria in March 2021. Data collected were analyzed using Statistical Package for Social Sciences version 20 with p < 0.05 considered as significant. Results generated indicate that the mean age of participants was 16.2 ± 1.6 years. The prevalence of premenstrual syndrome was 226 (75.3%). One hundred respondents (44.2%) were absent from school at any point of time as a result of the PMS. Generally, there was a significant association between the presence of PMS and school absenteeism (p = 0.001, OR = 3.346). Among the symptoms of PMS, there was a significant relationship between the presence of tension (p = 0.043) and mood swings (p = 0.048) and the occurrence of school absenteeism. Furthermore, PMS was perceived to affect reading, homework and test grades of respondents. The self-reported prevalence rate of PMS among respondents was 76.1%. This disorder was significantly associated with school absenteeism and low performance grades among affected respondents. There is need to make policies that will encourage school girls to attend schools during their menses.

The Impact of Financial Management Practices on Academic Performance in Day Schools of Kicukiro District in Rwanda

This study aimed at investigating the influence of financial management practices on secondary school academic performance in day schools of Kicukiro District in Rwanda. These practices may affect students’ achievements in one way or another. As school funds is well used to avail enough teaching aids, to train teachers in different domains, to hire qualified teachers if in need and many more. All these activities yield in improved students’ outcomes. The general objective was to examine the influence of financial management practices on secondary school academic performance in day schools of Kicukiro District in Rwanda. Specific objectives of the study were the following: to investigate financial management practices in selected schools in Kicukiro District, to determine the level of secondary school academic performance in selected schools in Kicukiro District, and to establish the relationship between financialmanagement practices and secondary school academic performance in Kicukiro district. The research design was a descriptive co-relation. Structured questionnaires and interview were used to collect data. Statistical techniques such as mean, and Spearman correlation were used for data analysis. The findings indicate a positive relationship between financial management practices and secondary schools’ academic performance in Rwanda. The study also identified poor academic performance in National examination of S3 students in day schools. Again, there are other students’ related factors which can positively or negatively affect students’ achievements. Courses related to financial managements should be integrated in schools for pre-service teachers but also the in-service training need more attention for school to be effectively managed.

Effects of Teacher Attrition on Students Academic Performance in Private Secondary Schools in Bagamoyo District, Tanzania

Effects of Teacher Attrition on Students Academic Performance in Private Secondary Schools in Bagamoyo District, Tanzania

Lower academic performance among children with perinatal HIV exposure in Botswana.

Studies have reported a higher risk of suboptimal neurodevelopment among children who are HIV-exposed uninfected (HEU) compared to children HIV-unexposed uninfected (HUU). Actual academic performance among school-aged children by HIV exposure status has not been studied. Academic performance in Mathematics, Science, English, Setswana and overall among children enrolled in the Botswana-based FLOURISH study who were attending public primary school and ranging in age from 7.1 to 14.6 years were compared by HIV exposure status using a Cochran-Mantel-Haenszel test. Lower academic performance was defined as a grade of "C" or lower (≤60%). Unadjusted and adjusted logistic regression models were fit to assess for an association between HIV exposure and lower academic performance. Between April 2021 and December 2022, 398 children attending public primary school enrolled in the FLOURSH study, 307 (77%) were HEU. Median age was 9.4 years (IQR 8.9-10.2). Only 17.9% of children HEU were breastfeed versus 100% of children HUU. Among children HEU, 80.3% had foetal exposure to three-drug antiretroviral treatment, 18.7% to zidovudine only and 1.0% had no antiretroviral exposure. Caregivers of children HEU were older compared to caregivers of children HUU (median 42 vs. 36 years) and more likely to have no or primary education only (15.0% vs. 1.1%). In unadjusted analyses, children HEU were more likely to have lower overall academic performance compared to their children HUU (odds ratio [OR]: 1.96 [95% confidence interval (CI): 1.16, 3.30]), and lower performance in Mathematics, Science and English. The association was attenuated after adjustment for maternal education, caregiver income, breastfeeding, low birth weight and child sex (aOR: 1.86 [95% CI: 0.78, 4.43]). In this Botswana-based cohort, primary school academic performance was lower among children HEU compared to children HUU. Biological and socio-demographic factors, including child sex, appear to contribute to this difference. Further research is needed to identify modifiable contributors, develop screening tools to identify the risk of poor academic performance and design interventions to mitigate risk.

Custodial Grandchildren’s School Attendance and Academic Performance during COVID-19: The Role of Technology

Due to COVID-19, many schools switched to remote instruction, creating an urgency to address the technology needs of many families, including grandparent-headed families. Many grandparent-headed families (i.e., custodial grandparents) have limited access to digital devices and stable internet. Moreover, many of these grandparents lack the skills and confidence to use technology, which may affect both their grandchildren’s ability to attend school as well as their academic performance. This study investigates both the associations of grandfamilies’ access to technology and custodial grandparents’ comfort level with technology with their grandchildren’s academic attendance and performance during COVID-19. We analyzed cross-sectional survey data collected from grandparents raising grandchildren between March 2021 and February 2022 in the United States. Ordered logistic regression analyses were conducted using STATA. The key results suggested that grandfamilies’ more stable access to technology (OR = 1.54, p = 0.048) and grandparents’ high comfort level with technology (OR = 2.18, p = 0.003) during grandchildren’s remote learning were significantly associated with higher odds of grandchildren’s better school attendance. Similarly, more stable access to technology (OR = 1.53, p = 0.048) and higher comfort level with technology (OR = 1.67, p = 0.030) were significantly associated with higher odds of grandchildren’s better academic performance. The results imply the need to provide stable internet and digital devices to grandfamilies without access to these services or devices, as well as technical assistance and technical-related education workshops to custodial grandparents who are not tech-savvy.

A geographic-location-based medical school admissions process does not influence pre-clerkship and licensing examination academic performance.

Students are selected for admission to the Northern Ontario School of Medicine University (NOSM U) MD degree program using criteria aiming to maximize access of persons thought most likely to practice in the region, including use of a geographic context score (GCS) which ranks those with lived experience in northern Ontario and/or rurality most highly. This study investigates the effect of this admissions process upon medical school academic performance. We used a retrospective cohort design combined with multiple linear regression analysis to investigate the relationship between admission scores and performance on pre-clerkship courses, and the Medical Council of Canada Qualifying Exam Part 1 (MCCQE1).The GCS did not significantly explain performance variance on any pre-clerkship course, nor on the MCCQE1, while the undergraduate Grade Point Average correlated with most assessment scores. The number of prior undergraduate biomedical courses predicted science and clinical skills performance, particularly in Year 1, but not with MCCQE1 scores. Performance on Year 2 courses, particularly foundational sciences and clinical skills, significantly predicted MCCQE1 scores. Our data suggest that admission geographic context scoring is unrelated to future academic performance. Further, students with fewer prior undergraduate biomedical courses may benefit from increased support and/or a modified program during the early years.

Social and Emotional Skills Predict Postsecondary Enrollment and Retention.

Social and emotional (SE) skills are known to be linked to important life outcomes, many of which fall into the academic domain. For example, meta-analytic data show that the skill of Sustaining Effort is nearly or just as important for academic performance as intelligence. In a recent study with long-term tracking of high school students, those who came from schools with a strong emphasis on SE skill development were more likely to enroll in college within two years of high school graduation. Longitudinal studies like this one are rare, however. The focus of the present study is on the SE skills of 6662 students assessed during high school and their relationship with high school academic performance, standardized college admissions test performance, and ultimately postsecondary enrollment and retention. We examined mean-level differences in household income, high school GPA, ACT Composite scores, and SE skills by college enrollment and retention status and found several significant differences, often favoring the enrolled or retained group. Moreover, we found support for the incremental validity of SE skills as they predicted enrollment and retention above household income, high school GPA, and ACT scores. Understanding SE skills' effects on later academic outcomes is important to help inform early SE skill intervention and development efforts in secondary and postsecondary settings. Additional implications and future directions are discussed.

Socioemotional aspects in the school trajectory and effects on academic performance

This study focuses on exploring the socio-emotional aspects of the school trajectory and its impact on the academic performance of students. It is recognized that socio-emotional aspects play a crucial role in the development of students, not only in their general well-being, but also in their academic performance. Understanding how these aspects influence the school trajectory is essential to implement effective strategies to support and promote academic achievement at the high school level. Through an exhaustive review of the scientific and academic literature, the different socio-emotional aspects that can affect the school trajectory and academic performance of students are analyzed. Key variables such as socio-emotional well-being, anxiety, stress and emotional intelligence, and their relationship with academic performance, are examined. The findings highlight the importance of socio-emotional well-being in the school trajectory. Students who experience greater social-emotional well-being show greater motivation, commitment to learning, and better academic results. In addition, it is identified that elevated levels of anxiety and stress can have negative effects on academic performance, affecting attention, concentration, and memory of students. On the other hand, the role of emotional intelligence in academic performance stands out, since students with more developed skills in this area tend to show greater commitment and obtain better results in standardized tests. Recommendations are proposed to improve academic performance in high school, such as implementing social-emotional education programs, providing emotional support and counseling, promoting a positive school environment, setting realistic goals, and fostering collaboration between parents, teachers, and students. These recommendations aim to strengthen the emotional and social health of students, providing strategies and tools that allow them to face academic and socio-emotional challenges effectively.

INFLUENCE OF HEADTEACHERS’ LEADERSHIP STYLES ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN DODOMA URBAN DISTRICT, TANZANIA

The quality of education in Tanzania has declined over the past five years with unsatisfactory results recorded in summative evaluation. The purpose of the study is to assess the influence of head teachers’ leadership styles on students’ academic performance in Dodoma Urban District Council, Tanzania. The specific objectives of this study were to determine the influence of head teachers’ supportive leadership style on students’ academic performance and to assess the influence of head teachers’ participative leadership style on students’ academic performance in public secondary schools in Dodoma Urban District Council, Tanzania. The study adopted a mixed research approach. Specifically, the researcher adopted a concurrent mixed-method design. The target population for this study consisted of seven (7) head teachers and 110 teachers from seven (7) public secondary schools in Dodoma Urban District. The study used proportionate random sampling and purposive sampling to sample respondents. A closed and open-ended questionnaire was used on teachers and interviews were used on head teachers. The study employed Statistical Package of Social Science (SPSS) version 26, to analyze quantitative data which was generated by the use of frequencies, tables, and percentages. The analysis of the interviews involved reading the transcript, annotating the transcript, conceptualizing the data gathered from respondents, segmenting the data, analyzing the segment, and writing the results that were obtained. Findings indicated that, to improve students’ academic performance, head teachers encourage team members to express their ideas or suggestions ensure work is done independently, and provide the opportunity to make decisions. In addition, findings revealed that supervision is done to the team members to meet school objectives and achieve better academic performance in schools. The study recommended that the Ministry of Education (MoE) needs close monitoring of the leadership styles to ensure that it is current and preferably suits both students and teachers to be able to achieve the intended goals and objectives of the school. Good cooperation among the heads of schools, teachers, and students should be strengthened to ensure the excellent academic performance of the students.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0020/a.php" alt="Hit counter" /></p>

Influence of Principal’s Resource Utilization Skills on Academic Performance in Public Secondary Schools in Kisii South Sub County

There is evidence of poor students’ academic performance in Kisii South Sub-County, which could be associated with the administrative skills of school principals. Several reports from the Ministry of Education (MOE) have indicated that principals’ administrative skills have a direct bearing on the overall effectiveness of the school because both the teacher and student perform under the leadership of the school principal. This was a mixed-method approach that depended upon concurrent triangulation design. Survey designs are normally used to systematically gather factual quantifiable information necessary for decision-making about the characteristics of populations. The target population for the study were 11,932 respondents composed of 33 head teachers, 33 deputy head teachers, 95 heads of departments, 320 assistant teachers and 11,451 students from 33 secondary schools in Kisii South Sub-County. The sample size for this study was 701 respondents comprised of 30 head teachers, 30 deputy head teachers, 78 heads of departments, 178 assistant teachers and 386 students from the 30 sampled public secondary schools in Kisii South Sub-County. The study employed Slovin’s formula. The main research instruments that were used in this study were a questionnaire and an interview schedule. Piloting was done in Kisii Central to test the reliability, validity, dependability, and credibility. Quantitative data was analysed by use of descriptive and inferential statistics employing the Statistical Package for Social Sciences (SPSS version 23) and presented in tables and frequencies. Qualitative data was analysed in themes and presented in narrative form. From the findings, the majority of the respondents indicated that much needs to be done by principals to ensure that they manage discipline financial resources, be innovative and practical in the teaching approaches implemented and ensure that they overlook all areas with high levels of precision. Additionally, it was found that the government should also find ways to ensure they equip school heads with administrative skills by enrolling them on workshops, among other seminars